Analysis of Foreign Experience in Teaching Driving and Developing Driving Competencies

Currently, it is becoming increasingly important to study progressive methods of teaching driving. This article presents a comparative analysis of traditional and progressive approaches to driving education, using the GDE (Goals for Driving Education) matrix of driving education goals as a comparative criterion. An analysis of the rationale for a progressive approach based on the theories of foreign authors was carried out. The advantages of a progressive approach to driving education open up opportunities to bring the process of driver training to a new level — the formation of not only driving skills, but also the development of self-efficacy skills — the driver's self-assessment of his/her capabilities and limitations when driving, assessing the level of risk of his/her actions, confidence in his/her abilities. Driver self-efficacy skills serve to make driving safer in a road traffic environment. The analysis of international experience indicates that driving training within the framework of only one approach cannot fully meet the need for the development of cognitive skills of various levels and fully meet all the goals of the driver training model according to the matrix-GDE. To implement all the goals set for driving training and aimed at developing a wide range of driving competencies, an integrated approach is required.

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